Suggestion - CONCLUSION AND SUGGESTION - TO ENCOURAGE READING COMPREHENSION AT THE

CHAPTER V CONCLUSION AND SUGGESTION

5.2 Suggestion

Based on the conclusions above and based on the research that had been done, the writer would like to offer some suggestions to English teachers, the students of SMPN 4 Soppeng and for other writers.

5.2.1 For English Teachers

English teacher should be able to develop strategy, method, or media as teaching aid to intrigue the students’ willingness to study English, especially reading.

English teachers of SMPN 4 Soppeng can use neurological impress method as an alternative method to encourage students’ reading comprehension. In teaching reading, the teachers should implement the neurological impress method into fun environment to make the students engage in the class. The teacher can use teaching such as text which interested, the text should be known by the students to make students enjoy the learning. The English teachers should encourage the students and give them more time to practice their reading.

5.2.2 For Students

The writer suggest the students to be more active to be more interested in reading. The students should encourage their reading ability, not only read the text but they able to comprehend the text. The students should be brave to read in front of class and practice English even in simple way. Through reading, students can also obtain information from some books, magazine, newspaper and other reading materials in which they can enlarge their knowledge in many fields of science.

5.2.3 For Other writers

For other writers, it is advisable for other writer who are interested in conducting the same research by using Neurological Impress Method to read more book, articles, and journal about Neurological Impress Method and learned the seven

techniques in Neurological Impress Method deeply. The writer suggest to the other writers not only focus on Neurological Impress Method and reading comprehension but they can implement Neurological Impress Method in other skills such as

speaking, and writing. Furthermore, the result can be used as the reference for further research in another topic discussion, in different English language skills by the deeper investigation.

BIBLIOGRAPHY

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London: Longman.

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Jakarta: PT. Bumi Aksara.

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studykills/h7levelsreadingcomp.doc. (Accessed on 6^th September 2019) Cohen, Louis. Lawrence Manion and Keith Morrison. 2005. Research Methods in

Education. Fifth edition. London and New York: The Taylor & Francis e- Library.

Fatmawati, F. 2009. The Use self Access Strategy to Interest Reading Comprehension of the Second Year Student of MTs Guppi Luaor Majene. Unpublished Skripsi: STAIN Parepare.

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Harmer, J. 1991. The Practice of English Language Teaching. London and New York: Longman.

Harris, David. Testing English as a Second Language. New York: Mc Graw Hill Book Company, Inc.

Hasan, Surni. 2008. Improving Reading Ability of the Second Year Students of SMP Neg. 2 Majene by Using Imaginative Reading. Unpublished: STAIN Parepare.

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Heriana, Sri. 2013. Using Pair Checks Strategy to Improve the Students Reading Comprehension of the Eleventh Grade of SMA Negeri 2 Parepare. thesis Unpublished: STAIN Parepare.

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Research. Published by Erzincan University, Faculty of Education, Primary School Teacher Education, Turkey.

Klvacek, Michelle Lynn. 2015. Dyad Reading Experiences of Second-Grade-English Learners with fiction and Nonfiction Texts. McKay School Education.

Brigham: Young University.

Maryanne, Wolf. 2016. Tales of Literacy for the 21^st Century. The Literacy Agenda.

OUP Oxford. ISBN 978-0-19-103613-2.

Nunan, David. 1995. Language Teaching Methodology. Macquire University Sidney.

Nurhildayanti. 2014. Using Media Triangle to Improve the Students’ Reading Comprehension at the Second Year Students’ of SMP Negeri 2 Patampanua.

Skripsi: STAIN Parepare.

Saepudin, et al. 2013. Pedoman Penulisan Karya Ilmiah (Makalah dan Skripsi).

STAIN Parepare.

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Yogyakarta: Ar-Ruzz Media.

Somadoyo. 2011. Strategi dan Teknik Pembelajaran Membaca. Yogyakarta: Graha Ilmu.

Tompkins, G.E. 2011. Literacy in the Early Grades: A successful start for prek-4 readers (3^rd edition), Boston, Pearson.

Townsend, R. 1996. Reading Wealth: Discover How to Improve your Reading and Comprehension in Six Easy Steps. Istanbul: Sistem Yay.

https://www.google.com/url?sa=t&source=web&rct=j&url=http://egitimveb ilim.ted.org.tr/index.php/EB/article/downloadSuppFile/4949/2214&ved=2a hUKEwjXtf6b6pPkAhUjmI8KHdnTBic4ChAWMAF6BAgFEAE&usg=A OvVaw0tz-kG8F--o2JOeZN_ aPkc. (Accessed on 21^th August 2019)

Virginia P. Collier. 2002. How long? A Synthesis on Achievement in Second Language. New York: Tesol Quartely.

Wolf, Maryanne. 2016. Tales of Literacy for the 21^st Century. The Literacy Agenda.

OUP Oxford. ISBN 978-0-19-103613-2. https://en.wikipedia. org/wiki/

Reading_comprehension ( Accessed on 27^th February 2019)

APPENDICES

Appendix 1. Instrument of Pre-test And Post-test

KEMENTERIAN AGAMA REPUBLIK INDONESIA INSTITUTE AGAMA ISLAM NEGERI (IAIN)

PAREPARE

FAKULTAS TARBIYAH Jl. Amal Bakti NO. 8 Soreang 911331 Telepon (0421) 21307, Fax Mail (0421)2404

VALIDASI INSTRUMEN PENELITIAN PENULISAN SKRIPSI

NAMA MAHASISWA : KHUSNUL KHATIMAH

NIM/ PRODI : 15.1300.172/PBI

FAKULTAS : TARBIYAH

JUDUL :

Instrumen penelitian

THE EFFECTIVENESS OF NEUROLOGICAL IMPRESS METHOD TO ENCOURAGE READING COMPREHENSION AT THE EIGHTH GRADE STUDENTS OF SMPN 4 LALABATA

Dalam penelitian ini, peneliti akan menggunakan quasi- experiment dengan memberikan pre-tes dan post-test yang sama pada kelas kontrol dan kelas eksperimen serta dilengkapi dengan instruksi pada instrumen sebagai berikut:

PRE-TEST

Read the text and choose the correct answer by crossing (x) a, b, c, d or e! The following text is number 1-7

Vacation to London

Mr. Richard’s family was on vacation. They are Mr. and Mrs. Richard with two sons. They went to London. They saw their travel agent and booked their tickets.

They went to the Britain Embassy to get visas to enter Britain. They had booked fourteen days tour. This includes travel and accommodation. They also included tours around London. They boarded a large Boeing flight. The flight was nearly fourteen hours.

All of the cabin crews were friendly. The crews gave them newspaper and magazine to read. The crews gave them food and drink. There was a film for their entertainment. They had a very pleasant flight.

On arrival at Heathrow Airport, they had to go to customs and immigration.

The officers were pleasant. They checked the document carefully, but their manners were very polite. Mr. Richard and his family collected their bags and went to London welcome desk. They arranged the transfer to a hotel.

The hotel was a well-known four-star hotel. The room had perfect view of the park. The room had it own bathroom and toilet. Instead of keys for the room, they inserted of key card to open the door. On the third floor, there was a restaurant which was serving the Asian food.

The two weeks in London went by fast. At the end of the 14 days, they were quite tired but they felt very happy.

1. Who was on vacation?

a. Mr. Richard’s family b. Mr. Richard’s son c. Mr. Richard’s cousin d. Mr. Richard’s wife e. Mr. Richard

2. How long did they have tour?

a. 11 days d. 14 days b. 12 days e. 15 days c. 13 days

3. Where was the landing spot of the plane which was ridden by Mr.

Richard’s family?

a. Baker Street d. Heathrow b. Derby Country e. Coventry c. Birmingham

4. What was the rate of hotel which used to stay by Mr. Richard’s family?

a. A star d. Five star b. Two star e. Six star c. Four star

5. What thing did they use to enter the room?

a. Card d. Key

b. Ice e. Block

c. Eye Identity

6. What kind of the text is that? The text above is….

a. Recount

b. Hortatory exposition c. Descriptive

d. Analytical exposition e. Narrative

7. They felt very happy.

The underline word closes meaning…

a. Sedih d. Gelisah b. Marah e. Senang c. Suka

The following text is for number 8-15

The Sunday evening, I felt very tired after hanging out whole day with my friend at the mall. As soon as I arrived home, I hung my jacket on a hanger and got ready to take a rest. Suddenly, I remembered that I had a call friend. I looked for my phone everywhere but I couldn’t find it, because I was getting panic. I asked everyone in the house, whether they knew where my phone was but no one know.

Suddenly I lost anything I thought. Then, I had an idea. I asked my brother to call my phone. It was surprising. I heard it ringing in my jacket. My phone was there.

8. What is the text about?

a. The last phone b. My brother phone c. My friend’s phone d. A lost phone e. Phone in the jacket

9. How did the writer get his phone back?

a. He asked his friends b. He found it in his jacket c. He called his friends d. He asked the lord e. A forgetful

10. From the text, we know that the writer is … person.

a. A careful c. An attentive b. An angry d. A forgetful c. A cautious

11. Who was losing the phone?

a. The writer d. His family b. His brother e. His sister c. His friend

12. I heard it ringing in my jacket. The word “it” refers to…

a. Jacket d. Bag

b. Phone e. Ring

c. Jacket

13. When did the writer hanging out?

a. Sunday d. Friday b. Monday e. Saturday c. Tuesday

14. When did the writer go to hanging out?

a. The forest d. The mall b. The beach e. The beach

c. The market

15. What tense is mostly used in the text?

a. Future tense e. Present b. Past tense

c. Present perfect tense d. Continuous tense POST-TEST

Read the text and choose the correct answer by crossing (x) a, b, c, d or e! The following text is number 1-7

Travel on the Plane for the First Time

When I was young, I did not really like travelling. I preferred playing games on the computer. I never traveled abroad on the plane until 1998. At that time, I was 21 years old.

My first trip was a 4 days trip to Taipei. Before I came to the airport, I did not know how to check-in. all procedures were so new to me. I remembered that I was so excited when the plane took off. I really enjoyed my trip at the time.

After the trip was done, my next destination is travelling. I also traveled to Korea, Frances, Germany, Switzerland, and Italy.

1. What was the writer’s hobby when he was young?

a. Playing computer d. Sleeping b. Swimming e. Boxing c. Travelling

2. Where did the writer’s first trip?

a. China d. Mesir

b. Iraq e. Taipei

c. Hongkong

3. The writer spent….in Taipei a. A day d. Four days b. Two days e. Five days c. Three days

4. Here are destinations that had been visited by the writer, except…

a. Italy d. Germany b. Korea e. Myanmar c. France

5. Who was on traveled?

a. The writer

b. The writer’s mother c. The writer’s father d. The writer’s daughter e. The writer’s family 6. What type of the text above?

a. Recount d. Narrative b. Explanation e. Report c. Description

7. What tense is mostly used in the text?

a. Present tense b. Past tense

c. Future perfect tense d. Present continuous tense e. Present perfect continuous

tense The text is for question number 8-15

Holiday in Bali

My brother, sister, and I went to spend out holiday in Bali. Each of us should ride the car at least three hours. It was the last week of December 2008. We left Solo City on Saturday afternoon. We also did not forget to bring our camera. On Sunday morning we arrived in Gilimanuk. We dropped for a day at my uncle’s house. They had prepared breakfast when we arrived at his house. We ate rice and “Ayam Betutu”. It was very hot but delicious.

Monday we went to Denpasar. First we visited “Sanur” beach. As it was still early in the morning we could see the sunrise. We also prayed some moment on the sand. Then we looked for a hotel because we have no relative who stayed there.

On that day we also visited “Kuta” beach, Garusa Wisnu Kencana and “Suka- Wati” market. We had our lunch on the way when we felt hungry. At night, we also enjoyed “Barong” dance. Something that we never forgot was taking pictures at any tourist resort.

On the last day, we visited “Sangeh”, where we could see many monkeys.

Many of them are still wild and they sometimes bite visitor. The location of it was from here we went straight to “Bedgul” lake, we went around it by a small boat to see some temples at the other side. Unfortunately, it was raining so hard that we all so wet. We were changing our clothes there because we could also buy clothes at the shop near the lake. It was so wonderful that I promise and want to visit Bali again next time.

8. The communicative purpose of the text above is…

a. To tell the readers about writer’s holiday in Bali

b. To inform the reader where the Bali is

c. To discuss the writer’s holiday d. To amuse the readers by telling

the trip to Bali

e. To explain the readers in detail about the holiday

9. When did the trip happen?

a. Last week

b. Last week of December, 2009 c. Last week of August, 2008 d. Last week of December, 2008 e. Every week

10. Who drove the car?

a. The writer

b. The writer’s brother c. The drove in turn d. The writer’s sister

e. The driver

11. Where did they drop first?

a. Sanur beach

b. Their uncle’s house c. Kuta beach

d. Sangeh e. Bedugul lake

12. The first paragraph can be called as…

a. Orientation d. Event b. Re-orientation e. A thesis c. Complication

13. The last paragraph can be called as…

a. Complication b. Re-orientation c. Orientation d. A thesis e. Event

14. When did the writer go to Denpasar?

a. Sunday

b. Saturday c. Thursday d. Monday e. Tuesday

15. The structure of the text above is…

a. Generic orientation, event, and re-orientation

b. Goal, material, and steps c. Event and orientation d. Identification and resolution e. Orientation and steps

Appendix 2. lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah : SMPN 4 Lalabata Soppeng Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII A Topic Lesson : Recount Text Pertemuan : 1

Alokasi Waktu : 2 x 45 Menit A. Kompetensi Inti:

Membaca

KI3: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.

B. Kompetensi Dasar:

3.11 Membandingkan fungsi social, struktur teks, dan unsur kebahasaan beberapa teks personal recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi di waktu lampau, pendek dan sederhana, sesuai dengan konteks penggunaannya.

4.11 Menangkap makna secara kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan beberapa teks personal recount lisan dan tulis dengan memberi dan meminta informasi terkait pegalaman pribadi di waktu lampau, pendek dan sederhana, sesuai dengan konteks penggunaanya.

C. Indikator :

1. Siswa mampu menerapkan struktur teks dan unsur kebahasaan tentang kejadian yang terjadi diwaktu lampau

2. Siswa mampu menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau.

3. Siswa mampu menangkap makna teks recount lisan tertulis, pendek dan sederhana tentang kegiatan, kejadian, peristiwa.

4. Siswa mampu menjelaskan makna teks recount lisan tertulis dengan memberi dan meminta informasi terkait pegalaman pribadi di waktu lampau, pendek dan sederhana, sesuai dengan konteks penggunaannya.

D. Tujuan Pembelajaran:

1. Siswa mampu menerapkan struktur teks dan unsur kebahasaan tentang kejadian yang terjadi diwaktu lampau dengan cermat.

2. Siswa mampu menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau secara aktif.

3. Siswa mampu menangkap makna teks recount lisan tertulis, pendek dan sederhana tentang kegiatan, kejadian, peristiwa dengan baik.

4. Siswa mampu menjelaskan makna teks recount lisan tertulis dengan memberi dan meminta informasi terkait pegalaman pribadi di waktu lampau, pendek dan sederhana, sesuai dengan konteks penggunaanya.

E. Materi Pembelajaran:

Fungsi sosial

Melaporkan, mengambil teladan, membanggakan Struktur teks

Orientasi menyebutkan tujuan dan peristiwa/kejadian/ pengalaman secara umum Urutan/kejadian secara berurut dan runtun

Penutup (seringkali ada): komentar atau penilaian umum.

Unsur Kebahasaan

- Kalimat deklaratif dan interogatif dalam Simple Past Tense

- Adverbia dan frasa preposisional penunjuk waktu: yesterday, last month, an hour ago, dan sebagainya.

- Adverbia penghubung waktu: first, then, after that, before, at last, finally, dan sebagainya.

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.

Recount text adalah jenis text dalam bahas inggris yang mencerutakan tentang suatu cerita, tindakan, atau kegiatan. Biasanya, recount text menceritakan tentang peristiwa, kejadian dan pengalaman seseorang.

Teks monolog berbentuk recount contohnya:

My Day

I had a terrible day yesterday. First, I woke up an hour late because my alarm clock didn't go off. Then, I was in such a hurry that I burned my hand when I was making breakfast. After breakfast, I dressed so quickly that I forgot to wear socks.

Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I wanted to take a taxi, but I didn't have enough money.

Finally, I walked the three miles to my school only to discover that it was Sunday! I hope I never have a day as the one I had yesterday.

F. MetodePembelajaran Neurological Impress Method G. Kegiatan pembelajaran

Kegiatan Deskripsi Alokasi

Waktu Pendahulu

 Memberi salam

 Mengarahkan siswa untuk berdoa

 Mengecek kehadiran siswa

 Mengecek kesiapan siswa

5 menit

Inti

 Memperkenalkan metode yg akan digunakan 1. Apa itu Neurological Impress Method 2. Tujuan Neurological Impress Method

 Menjelaskan definisi, struktur bahasa dan karakteristik recount text

 Membagikan siswa teks bacaan

 Mendorong siswa untuk aktif berpartisipasi dengan mengajak siswa untuk membaca teks bersama dimana suara guru lebih keras dan cepat di banding siswa.

 Guru membacakan paragraf pertama, kemudian diikuti oleh siswa, setiap siswa memiliki kesempatan untuk membaca, hingga pada akhir paragraf.

 Siswa tidak hanya melihat teks tapi juga mendengarkan untuk membantu mereka membaca dengan baik dan benar.

 Siswa didorong untuk menemukan ide pokok dan memperoleh informasi dari teks.

 Proses pembelajaran akan berjalan secara perlahan,

 proses pembelajaran akan dilanjutkan pada pertemuan selanjutnya

35 menit

Penutup

 Menyimpulkan pembelajaran.

 Memberitahu siswa apa yg akan dilakukan pada pertemuan selanjutnya

 Mengakhiri pelajaran dengan memberikan salam

5 menit

H. Sumber/Bahan dan Alat

 worksheet

 Buku siswa “ When English Rings a Bell Kelas 8 “

 Internet